CMCSS Professional Learning Activities (PLA)Instructor Planning / Presentation Guide
The purpose of this planning guide is to assist all CMCSS PLA developers and instructors in delivering professional learning activities with QFIC. The use of this guide will reduce variability while increasing quality of professional learning activities across the district.
This triangle represents our approach to designing learning for our students.
Because leaders of professional learning should model best teaching practices, this PLA planning guide is organized around the triangle:
1) What,
2) How Well,
3) How.
As instructors of professional learning, the participants are your students.
The "What" part of the triangle addresses what we want participants to know and be able to do as a result of the PLA.
The "How Well" part of the triangle addresses how we will determine when our participants have learned the information and their degree of mastery. This is the assessment piece of your PLA. Just as in the classroom, we have to consider "how well" before we plan instructional strategies for the PLA. How will you, the participants, principals, and others know that the learning has been transferred into classroom practice?
The "How" part of the triangle is the instructional piece. We select strategies to help us accomplish the assessment piece, which ultimately accomplishes the standards/curriculum piece.
The purpose of this planning guide is to assist all CMCSS PLA developers and instructors in delivering professional learning activities with QFIC. The use of this guide will reduce variability while increasing quality of professional learning activities across the district.
Because leaders of professional learning should model best teaching practices, this PLA planning guide is organized around the triangle:
1) What,
2) How Well,
3) How.
As instructors of professional learning, the participants are your students.
The "How Well" part of the triangle addresses how we will determine when our participants have learned the information and their degree of mastery. This is the assessment piece of your PLA. Just as in the classroom, we have to consider "how well" before we plan instructional strategies for the PLA. How will you, the participants, principals, and others know that the learning has been transferred into classroom practice?
The "How" part of the triangle is the instructional piece. We select strategies to help us accomplish the assessment piece, which ultimately accomplishes the standards/curriculum piece.